In this article we report on Foundation Phase teachers' experiences when implementing curriculum adaptation in rural inclusive schools of South Africa. We argue that, in spite of inclusive education policies being in place and several pre- and in-service training have been undertaken, teachers still experience challenges to meet the learning needs…

This study aimed to investigate and improve collaborative educational leadership to eliminate the barriers created by the lack of inclusive pedagogy and the deficit approaches to instructing students with disabilities, which together limit access to the general education curriculum and classroom in school districts in the Northeast. The Cycle 1…

This discussion paper reflects on the affordances of face-to-face interaction and copresence in the light of increasingly digitized learning spaces in higher education. Especially in inequitable contexts, heightened dependence on digital platforms for teaching and learning can exacerbate inequalities in terms of student access and inclusion. This…

The rapid evolution of communication technologies, compounded by the impact of the COVID-19 pandemic, has significantly expanded the utilization of virtual learning formats such as online, blended, and hybrid learning across various educational levels and settings. Nevertheless, the shift to virtual learning has presented challenges for many…

Adaptive learning strategies applied to e-learning have become a relevant approach towards diversity and inclusion. They bring several benefits to learners in the role of digital platform users, related to the user experience, primarily in the learning process optimization. It aims to provide mediation, tailored content, and adequate channels for…

The authors argue for an expansive and inclusive approach to literacy instruction that moves beyond multimodality to embrace multiplicity in readers, texts, mediums, activities, environments, and contexts aligned to our 21st century world. In particular, rather than privileging the linguistic mode, the authors argue for using all modes and…

Funded by the Social Sciences and Research Council of Canada (SSHRC) grant, this national study examines arts-based adult education organizations involved in dance, music, drama, and visual arts with a philosophical perspective aligned with a multiliteracies theoretical framework. Multiliteracies considers how cultural and linguistic diversity…

The growing emphasis on STEM education and the diverse needs of learners necessitate the adoption of innovative, inclusive teaching strategies. This study investigates the impact of multimodal teaching strategies--integrating visual, kinesthetic, and auditory modes--on in-service and pre-service teachers. Training sessions were conducted with 34…

This article explores the potential of multimodal literacies to support a more equitable, inclusive approach to literacy instruction. Approaching multimodal literacies with an asset-based stance toward students with respect to culture, language, and dis/ability, multimodal literacies can support the enactment of culturally relevant pedagogy as…

The main objective of this study was to explore the benefits of the use of educational audio-visual materials in facilitating learning for students with hearing loss. The study analysed whether students with hearing loss had a visual learning preference when they watched an audio-visual and if the images present contributed to the retention of…

This article explores the design and development of a Massive Open Online Course (MOOC) on inclusive teaching. Released in the Fall of 2023, the MOOC is particularly unique because of its intentional use of ethnically diverse voices and multimodal content to include art, music, spoken word, and storytelling. Modules range from Self and Empathy to…

This study examines the development, challenges, and educational approaches for visually impaired children in Malaysia, framed within the goals of inclusive education as outlined by Sustainable Development Goal 4 (SDG 4). Despite progressive policies, significant challenges persist, including limited access to specialized resources, inconsistent…

Background: A lack of student 'buy-in' and engagement are often major obstacles in academic literacy courses. To create a dialogic learning environment which encourages student investment and challenges traditional student-lecturer hierarchies of power, the curriculum of a first-year academic literacy course at a South African university was…

Drawing upon Heron and Reason's (1997) participatory inquiry paradigm and extended epistemology, this article explores how six Master of Social Work (MSW) students engaged in sensory arts-based critical reflection concerning their social location, identities, social justice, and social policy. We share our process for creating sensory arts-based…

"Writing, Redefined" gives teachers the power to change what "counts" as writing in schools and classrooms, opening the doorway to students who may not consider themselves to be writers, but should and can. Shawna offers alternative and engaging writing assignments that are visual, aural, and multimodal that will involve all…